How Far Do Master’s Degrees In Education Contribute To The Success Of School Principals In Alberta? And How Might These Programs Be Improved?
Bibliographic record
Abstract
The role of the school principal has changed significantly over the years, from school managers to instructional leaders (Blase, Blase and Phillips 2012). The principal’s roles and responsibilities have garnered political attention as policies and regulations are set in place in order to achieve success (Brundrett, 2001). For example, the United States and its centrally driven ‘No Child Left Behind’ policy made significant demands on all schools and school principals. Most training programmes began in the 19th century, with contemporary programmes continuing the work initiated in the 1960s in leading US universities (Brundrett, 2001). How far programmes such as Master’s of Education degrees have kept up with the new realities of the modern principal is an important question (Hallinger, 2013). Since M.Ed. degrees are considered by many school districts as qualifications for principal positions, my research investigation has focused on how they contribute to principals’ success in the Canadian province of Alberta. The aim of the study is to determine what the contribution of M.Ed. degree study is to school principal success. The objective is to identify the ways in which M.Ed.’s can be changed to improve their effectiveness in developing good leaders. The research study will blend two methodologies. Firstly, there is a documentary analysis of the masters programmes taken by Alberta principals, while a consideration of the application requirements of school boards will open the study and identify the main pillars of principal efficacy and success looked for in Alberta as well as the M.Ed. programmes offered (whether online, on-the-ground, or a blend). Secondly a qualitative interview base of research will develop a depth of understanding in how successful M.Ed. programmes are for school principals and provide a range of information from which to draw from the documentary analysis which identifies M.Ed. programmes as a requirement.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.007 | 0.003 |
| Scholarly communication | 0.005 | 0.001 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".